Relationships Among Reading Anxiety, Reading Self-Efficacy, and Reading Competency in the Vocational High School in Singaraja

Abstract

The general objective pursued is to describe and to relate the students’ reading anxiety, reading self-efficacy to their reading competency in the Vocational High School in Singaraja. The design applied is a quantitative research. There were 90 students recruited using cluster quota sampling. The data were gathered using scales and reading test. The obtained data were analyzed in two phases: descriptively and inferentially. Whereas inferentially, the data were analyzed using pair-wise correlation and multiple correlation technique. The findings show that: 1) the students’ reading anxiety is at high level while reading self-efficacy and reading competency are at the low levels; 2) the relations pair-wisely are negative and positive significantly correlated; and 3) the simultaneous or multiple relationships of the reading anxiety and reading self-efficacy to the students’ reading competency is proven to be significant ( =0.81; α =0.01).

Investigating Foreign Language Reading Anxiety Among Indonesian Postgraduate Students in Malaysian University

“…Hence, they need to use google tools such as google translate or Grammarly application that can help them translate the reading materials. Trisnayanti et al (2020) argued that using a better teaching method can be a solution to decrease students' reading anxiety. Obviously, applying the development of technology, such as Grammarly application as it was mentioned in the present study, can be one of the varieties of interesting methods of teaching in reducing reading anxiety.…”

Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners

“…This argument is compatible with the finding of Mohammadpour and Ghafournia (2015) believing that globalized EFL learners are inclined to become highly-confident L2 readers, brilliant decision-makers, and conscientious reading planners only if they are accompanied by facilitative reading instructors. Ghonsooly and Loghmani (2012); Hamanda and Takaki (2021); Isler and Yildrim (2017); Lien (2016); Lu and Liu (2015); Marashi and Rahmati (2017); Mawardah et al, (2019);Trisnayanti et al, (2020); Tsai and Lee (2018); Valizadeh (2021);…”

“…In a similar vein, Lu and Liu (2015) strongly prompted worldwide second language teachers to downgrade EFL learners' uncontrolled foreign language reading anxiety by continuously mobilizing a vast variety of meaningful reading instructions, strategies, and activities where learners can foster their targeted reading performances along with achievements in corresponding purposes. Trisnayanti et al, (2020) frankly acknowledged that independent L2 reading practices conducted during formal and informal reading situations can act as a positive springboard for EFL learners to become more lifelong, curious information discoverers, and high-quality readers.…”